DETAILED MATHEMATICS 7 LESSON PLAN
ACEREDA INTEGRATED SCHOOL
GRADE LEVEL QUARTER / DOMAIN DATE TIME
7 2nd
Quarter/ Measurements 1:00-2:00 PM
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sets and the real
number system.
2. Performance Standards The learner is able to intellectually formulate challenging situations involving sets
and real numbers, and solve these in a variety of strategies.
3. Learning Competencies/ Illustrates what it means to measure
Objectives (M7ME-IIa-1)
Describes the development of measurement from the primitive to the present
international system of unit
(M7ME-IIa-2)
a. Describe what it means to measure
b. Identify the development of measurement from the primitive to the present
International system of unit
c. Apply accurate measurement in daily life situation
II. CONTENT Measurement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.115-123
2. Learner’s Materials pages pp 91-98
3. Textbook pages e- Math Builders (Ulpina J.) p. 117
e-math(Oronce,) p 83
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Grade 7 LCTG by DepEd Cavite Mathematics, 2016
/ Materials
IV. PROCEDURES
A. Reviewing previous Elicit
lesson or presenting the
new lesson Let the students identify the following pictures and describe how it can be used
for measurement.
B. Establishing a purpose for Engage
the lesson Let the students do the following and write their answers on the notebook.
a. Measure the length and width of your Math book using your thumb’s width and
the ruler
b. Measure the length of your classroom using foot length and meter stick
1. c. Compare your measurement with those of your classmate (at least 3)
and write your observations.
C. Presenting examples/ Based from the activity, answer the following questions:
instances of the lesson 1. Did you experience difficulty when you were doing the actual measuring?
2. What have you noticed on your results and of your classmates?
3. Can you relate an experience in your community where non – standard unit of
measurement was used?
4. At present, what are some of the standard unit of measurement are used?
Show to the class the different primitive ways of measurements.
D. Discussing new concepts Explore
and practicing new skills Divide the class into five groups. Each group will get the measure of each item
#1 and share the results to the class after completing the table.
1.
2.
3.
4.
Item (1st Column)
1. length of the teacher’s table
2. height of the tallest student of the group
3. width of the blackboard
4. thickness of your Math book
Hand of the tallest group member (2nd Column)
Meter Stick or Ruler
(3rd Column)
Answer the following questions;
1. Which unit of measure is more accurate? Why?
2. What are the advantages of using meter stick or ruler?
E. Discussing new concepts Identify whether the unit of measure is expressed in standard form. If Yes write
and practicing new skills IWY and VOICE if No.
#2 1. 15 paces 6. 7 hours
2. 10 gallons 7. 12 meters
3. 25 cubits 8.10 digits
4. 7 kilos 9. 8 meters
5. 10 spans 10. 12 liters
F. Developing mastery Explain
(Leads to Formative Match each term with its meaning. Write the letter of your answer.
Assessment 3) ____1. The metric unit used for length
____2. The thickness or width of the index finger
____3. The distance of one full step
____4. A hundred meters
____5. The distance from the elbow to the fingertips
a.pace
b.cubit
c.digit
d.hectometer
e.meter
f. hand span
G. Finding practical Use your span, palm and digit measures to estimate each length in inches.
applications of concepts 1. The length of your Math notebook
and skills in daily living 2. The length of your classroom blackboard
3. The length of your teacher’s table
4. The height of your chair
H. Making generalizations Elaborate
and abstractions about the The length of a foot, the width of a finger and the distance of a step were all
lesson accepted measurements.
Primitive ways of measurements:
1. Inch
2. Hand
3. Span
4. Foot
5. Yard
6. Cubit
7. Lick
8. Pace
Ancient Egyptians used units of measurement based on body parts such as
the cubit and the half cubit. The cubit is the length of the forearm from the elbow
to the tip of the middle finger; that the inch and foot, the units for length of the
English System of Measurement, are believed to be based on the cubit. The
Metric System of Measurement became the dominant system in the 1900s and is
now used by most of the countries with a few exceptions, the biggest exception
being the United States of America.
I. Evaluating learning Evaluate
Tell what metric unit of measure is appropriate in measuring the following:
1. The height of your mother
2. The length of your ballpen
3. The distance of your home from your school
4. The length of a book
5. The thickness of this book
J. Additional activities for Extend
application or remediation Use a tape measure to measure different parts of your body. Write each
measurement to the nearest millimetre and centimetre.
a. around your waist
b. around your neck
c. from your knee to your feet
V. REMARKS
VI. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional
activities for remediation.
3. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by: Noted by:
RHEA T. ALO MA. ETHEL B. RICAFORT
SST-I SCHOOL PRINCIPAL
